1. November 22, 1963 Web Quest
Shannon Rakas

2. A miniature view
Please help me get back to the present!
You are a fly that got trapped in a time machine. The time machine is set to be opened this week and you will be released into the open air.
Unfortunately, a defect in the time machine causes you to go back in time to the date November 22, 1963.
Your job is to identify the scene using your senses (sight, touch), the players, the major event taking place in front of you, and the significance of this event. Lastly, please describe how this event makes you feel (happy, excited, nervous, scared).

3. Your Tasks Identify/Describe:
the scene in front of you (using your senses)
the players/people
the major event taking place in front of you
the significance of the event
how this scene/event makes you feel

4. Process
Step one: Make educated guess about the event that took place on November 22, Use computers and/or your textbook to find out the real event.
Step two: Write a paragraph describing the scene in front of you (using your senses).
Consider the questions: What sights and sounds do you hear?
Step three: Find the names of at least 3 major players/people at this event. (*Helpful websites are listed on the next slide) Using “text” style language, write a shorthand message on the index card provided to a friend that they have to decode to identify the names of the people at this event. (*DO NOT ACTUALLY TEXT YOUR FRIEND!!!*)
Step four: Draw a picture of the major event taking place in front of you (label important details)
Step five: Think about how this event changed history and who took the oath of office next
(Illustrate the individual’s initials using markers, stencils, and construction paper)
Step six: Share what you learned about this event with someone at home and how the event made you feel. After doing so, get a parent to write a note with their signature that lets
me know you did the assignment and include it with your final project.
                                          

5. Helpful Websites

6. Alternative Suggestions for your Project
You can create a timeline to explain the event
You can make a model or diorama to explain the event
You can write a journal entry describing the event

7. Evaluation/Rubric Total: 100 points
the scene in front of you (using your senses) ___/15 points
the players/people ___/15 points
the major event taking place in front of you ___/15 points
the significance of the event ___/15 points
how this scene/event makes you feel ___/15 points
Creativity/Neatness/Quality of Presentation ___/25 points
Total: 100 points

8. Conclusion Reflection: After reading this quote,
try to come up with 3 - 5
different ways you can be a
patriotic American.
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
“My fellow Americans, ask not what your country
can do for you,
ask what you can do for your country”.

9. Bonus: How old was the person in the picture on November 22, 1963?

10. Congratulations you finished this Web Quest! 
Answer
When you come up with your answer to the bonus question – write it on a slip of paper, fold the paper, and put it into a sealed envelope. On the day of the exam for this unit, I will open your envelope and let you know if you earned the 5 bonus points for the test.
Congratulations you finished this Web Quest! 
(click sound clip)

11. Teacher Page
New York State Standards, Social Studies, Grade 5 (also appropriate for 6, 7, and 8th grades) (
NY.1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
1.4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Students consider different interpretations of key events and/or issues in history and understand the differences in these accounts.
NY.2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
NY.5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Target Learners – Students who have a passion for history, those that may learn best in written or visual styles, and even those with special needs as they can do the given tasks at their own pace. Also, make sure that your computers work prior to the start of class, that you have index cards, markers, stencils, construction paper, notebook paper, pencils and any other supplies students may need.

12. References